Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
A Phenomenological study on incorporating the history of mathematics into teaching from the perspective of primary and mathematics teachers
Download
index.pdf
Date
2013
Author
Sözen, Sinem
Metadata
Show full item record
Item Usage Stats
485
views
192
downloads
Cite This
The aim of the present study is to describe the incorporating the history of mathematics into teaching approach from the perspectives of primary and middle grade mathematics teachers in the classroom environment by means of phenomenological research design. Two primary and two mathematics teachers participated in the study. Data collected from three interviews and two lesson hours observation were analysed based on phenomenological research design. The teachers’ background information and the essence of incorporating the history of mathematics into teaching were provided. Findings of the study showed that the teachers described and perceived the approach under eight core themes: professional development, attractiveness, the environment for speaking up, the more the practice there is, the better it becomes, adaptability of historical materials, problem solving versus the history of mathematics, lack of knowledge and resources and time constraint. This structure of meaning contributes to the mathematics education field to understand the approach from the perspective of teachers who are encouraged incorporating the history of mathematics by the authorities in education.
Subject Keywords
Mathematics
,
Mathematics teachers.
,
Mathematics
,
Curriculum enrichment.
URI
http://etd.lib.metu.edu.tr/upload/12616443/index.pdf
https://hdl.handle.net/11511/22986
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
A case study of elementary mathematics teachers' views of their and students' textbook usage and of mathematics textbooks' characteristics
Başer, Nadiye; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2012)
The purpose of this study was to investigate teachers’ ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers’ views about elementary students’ usage of mathematics textbook during the classroom time and for their homework and teachers’ views about mathematics textbooks’ characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathemati...
A case study of the use of manipulatives in upper elementary mathematics classes in a private school: teachers‟ and students‟ views
Yıldız Tuncay, Banu; Bulut, Safure; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to investigate the views of upper elementary mathematics teachers and students about the use of manipulatives in teaching and learning mathematics. This study is a qualitative case study. The participants of this study were four elementary mathematics teachers in a private school and their 6th, 7th, and 8th grade students. The data were collected through one-to-one interviews, observations and analyzing documents consisting of annual plan, daily plan, notebooks of students, and...
A study on pre-service elementary mathematics teachers’ subject matter knowledge and pedagogical content knowledge regarding the multiplication and division of fractions
Işıksal, Mine; Çakıroğlu, Erdinç; Department of Secondary Science and Mathematics Education (2006)
The purpose of this study was to examine pre-service mathematics teachers’ subject matter knowledge, pedagogical content knowledge, and the relationships between the two on multiplication and division of fractions. For this purpose, pre-service teachers’ understanding of key facts, concepts, principles, and proofs, their knowledge on common (mis)conceptions and difficulties held by the elementary students, their strategies of teaching these concepts, and representations they use to reason their understandin...
A STUDY ON MATHEMATICS TEACHERS' USE OF TEXTBOOKS IN INSTRUCTIONAL PROCESS
ÖZGELDİ, MERİÇ; Çakıroğlu, Erdinç (2011-02-13)
This paper provides an analysis of mathematics teachers' use of curriculum materials. 13 elementary mathematics teachers participated in the interviews for how they used the curriculum materials, specifically textbooks. The purpose of this study is to examine what mathematics teachers do with curriculum materials and how they use them for mathematics. The results of the interviews indicated that mathematics teachers used different textbooks to make instructional decisions, and they mostly adapted problems a...
An analysis of teacher background indices and their relation to the eighth grade Turkish students’ mathematics achievement in TIMSS 2007
Mihyap, Kübra; Berberoğlu, Halil Giray; Department of Secondary Science and Mathematics Education (2011)
The purpose of this study is to investigate teacher background indices and their relation to mathematics achievement. For this purpose, the data collected from 146 Turkish mathematics teachers and 4498 8th grade Turkish students with the instruments - mathematics teacher background questionnaire and mathematics achievement test in the Trends in International Mathematics and Science Study (TIMSS 2007) were analyzed by using the Pearson’s Product Moment Correlation. The teacher background indices, constructed...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
S. Sözen, “A Phenomenological study on incorporating the history of mathematics into teaching from the perspective of primary and mathematics teachers,” M.S. - Master of Science, Middle East Technical University, 2013.